A structural model of EFL teachers’ physical activity, emotion regulation, and competence for online teaching

Abstract

BackgroundThe COVID-19 pandemic has prompted a rapid shift to online teaching, placing unprecedented demands on educators’ physical and mental well-being. However, the relationship between English as a Foreign Language (EFL) teachers’ physical activity, emotion regulation, and competence for online teaching remains underexplored.ObjectivesThis study aimed to investigate the interplay between EFL teachers’ physical activity, emotion regulation strategies, and competence for online teaching.ResultsStructural equation modeling revealed significant direct and indirect effects, indicating that physical activity positively influences emotion regulation, which, in turn, enhances teachers’ competence for online instruction. Furthermore, emotion regulation was found to mediate the relationship between physical activity and online teaching competence.ConclusionsThese findings underscore the importance of promoting physical activity among EFL teachers as a means to enhance their emotion regulation skills and competence for online teaching, particularly in the context of the COVID-19 pandemic.ImplicationsThe study highlights the need for targeted interventions aimed at supporting EFL teachers’ well-being and professional development, with implications for educational policies, teacher training programs, and institutional support structures in the digital learning landscape.